Yetev Lev D'Satmar Nursery 122 Cazenove Branch

Inspection of Yetev Lev D'Satmar Nursery 122 Cazenove Branch 122 Cazenove Road, London, United Kingdom N16 6AX

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children are happy at this setting. They build warm relationships with some staff and listen carefully to what staff communicate to them. However, leaders do not ensure that all staff have a sufficient understanding of how young children learn and develop.

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The provision is inadequate

Staff do not have high enough expectations of what children should achieve in the seven areas of learning that make up the early years foundation stage. For example, staff introduce children to limited English words. This does not give children sufficient opportunity to begin to learn and reach a good standard of English language, to prepare them for the next stage of their learning journey. Staff teach Reception-age children to read single phonemes, such as the sound 'c'. However, they do not yet support them to begin to blend sounds together to read them. This means that the progress that these children make towards reading and writing is not good enough.

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The provision is inadequate

Staff support children to develop their understanding of their religious identity through a focus on celebrating Jewish festivals, participating in prayers, and beginning to learn to read Hebrew. For example, children excitedly prepare for the festival of Purim by colouring in masks and making hats.

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The provision is inadequate

Staff support children to behave well by clearly explaining their expectations of the children and ensuring that children have a good understanding of daily routines. For example, all children understand the daily routine for home time, and wait patiently in their designated area until the person collecting them arrives. However, staff do not support children well enough to develop positive attitudes to learning. Too often, staff expect all children in a classroom to sit and complete the same prescribed activity. They do not give children the opportunity to make their own choices about their play and learning in order to develop their curiosity.

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need to do better?

n Leaders have not yet implemented a well-sequenced and well-designed curriculum that meets the needs of all the children who attend the setting. The new manager has some understanding of what children should learn in each of the seven areas of the curriculum. However, staff do not implement this securely in order to ensure that children build up their knowledge over time. n Leaders do not deploy staff effectively enough so that the needs of all children are met. They do not ensure that there is at least one member of staff in each room who is sufficiently experienced and knowledgeable about how young children learn. In some rooms, no staff members have relevant childcare qualifications. This significantly impacts on the progress that children make. In

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need to do better?

18 March 2024 these rooms, staff do not support children appropriately according to their age and stage of development. For example, staff often expect three-year-old children to sit for extended periods of time. They talk to the children during this time, without supporting them to learn through play. n Staff support children to develop some independence skills. For example, children confidently put on or remove their coats, or help themselves to scissors and glue. However, staff are often too prescriptive around what children should be doing. The majority of the time, staff ask all the children to do the same activity, irrespective of their individual abilities and next steps. This does not meet children's individual needs or support them to make independent choices about their own learning. n The curriculum for communication and language is ineffective. Where practice is stronger, staff get down to children's level and model language. For example,

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need to do better?

some staff made interactive puppet shows for the children, which children responded to enthusiastically. However, too often, staff stand above children and do not engage them well enough to support their communication and language. Staff use limited English to communicate with children and, when they do use English, it is single nouns, such as 'cat', 'dog', or 'square'. This does not help children to develop their vocabulary or sentence structure, in order to make progress in their communication and language development. n Leaders have not yet effectively identified gaps in staff knowledge and understanding of good practice. This means that they cannot yet provide targeted support to help these staff to improve their practice. This impacts on outcomes for children. n Leaders have not implemented an effective key-person system. They have not allocated a key person to each child. This means that staff do not carry out the

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need to do better?

important role of the key person, so children's individual learning needs are not carefully considered. Staff do not have an appropriate understanding of the steps that children need to achieve next to continue to make progress in their individual learning journey. This means that they do not plan appropriate learning opportunities to support children to make progress in all areas of the curriculum. n Parents speak positively about the setting and appreciate that their children are always happy to attend. They value receiving regular newsletters and feel that this helps to keep them informed about what their children are learning. However, the lack of a key-person system means that parents do not receive sufficient information about the progress that their children are making in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

implement an effective key-person system that meets children's individual needs 17/05/2024

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Due date

ensure that suitably qualified staff are deployed effectively to meet children's needs at all times 17/05/2024

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Due date

implement a well-sequenced curriculum in all areas of the early years foundation stage 30/06/2024

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Due date

identify gaps in staff's understanding and provide targeted support to help these staff to improve their practice. 30/06/2024

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Setting details

Unique reference number 2747726 Local authority Hackney Inspection number 10331726 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 490 Number of children on roll 220 Name of registered person Satmar Nursery Trust

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reference number

Telephone number 02088062598 Date of previous inspection Not applicable

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Information about this early years setting

Yetev Lev D'Satmar Nursery 122 Cazenove Branch registered in 2023. It is located in the London Borough of Hackney. The setting operates from 9am to 3pm, Monday to Thursday. On Friday, it operates from 9am to 12:30pm during the summer, and from 9am to 11.30pm during the winter. The setting is closed on Saturday. On Sunday, the setting operates from 9.30am to 3pm during the summer, and 9am to 3pm during the winter. There are 29 staff who work at the setting, of whom one member of staff holds qualified teacher status, two staff hold childcare qualifications at level 3, and six members of staff are qualified at level 2. The manager holds a childcare qualification at level 3. Children aged three to five years attend this setting.

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Information about this inspection

Inspectors Jenny Gordon Siobhan O'Callaghan

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and the inspectors completed a learning walk together and discussed the curriculum. n The inspectors carried out joint observations of activities with the manager and deputy manager. n Children communicated with the inspectors about what they enjoy doing in the setting. n The inspectors observed the interactions between staff and children. n The inspectors had discussions with staff and parents and took their views into account. n The inspectors held discussions with leaders about nursery practices and procedures. n This inspection was carried out following Ofsted's risk assessment process. Children of compulsory school age were present during this inspection.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

18 March 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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